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Experiential online development for educators: The example of the Carpe Diem MOOC
Salmon, Gilly · Gregory, Janet · Lokuge Dona, Kulari · Ross, Bella

PublishedMay 2015
Type of workSpecial Issue: Massive Open Online Courses (MOOCs): ‘disrupting’ teaching and learning practices in higher education
JournalBritish Journal of Educational Technology
Volume 46, Issue 3, Pages 542–556
PublisherWiley-Blackwell

ABSTRACT
We report on educators' experiences of a massive open online course (MOOC) focused on the Carpe Diem learning design process. The MOOC was developed in-house using Blackboard CourseSites by a university innovation and development unit, Learning Transformations, at Swinburne University of Technology in Melbourne, Australia. We report on a study of MOOC participants' experiences. Conclusions include illumination of MOOCs' value as professional development opportunities that can provide an authentic relevant experience for educators, as well as promote new skills in learning design and delivery for their own teaching. We propose that participation in relevant MOOCs may provide appropriate professional development for academics, and additionally encourage them to develop their teaching practices.

A video abstract of this article can be viewed at http://youtu.be/baI4Brc8nOY

Keywords MOOC research · professional development

ISSN1467-8535
Other number3
RefereedYes
Rights© British Educational Research Association
DOI10.1111/bjet.12256
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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